Studies in Reflecting Abstraction

By J. Piaget. 2001

319 citations recorded by the source corpus.

Subfields: Cognitive Neuroscience, Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/2be2e90702e0a933b13a401e916b49a9b03dfb83

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Citations in the corpus

Participatory and Anticipatory Stages of Mathematical Concept Learning: Further Empirical and Theoretical Development. (2016, background): “Rather, it is part of the definition of reflective abstraction (Piaget, 2001) and, as such, a starting place for our work and that which we are trying to explicate.”
Explicating a Mechanism for Conceptual Learning: Elaborating the Construct of Reflective Abstraction (2004, methodology): “For the Learning of Mathematics, 9, 32-42.”
: From inference to reasoning: The construction of rationality (2004, background): “In sum, the construction of rationality involves ongoing processes of refl ection, coordination, and peer interaction (Moshman 1998, in press-a; Piaget, 1985, 2001).”
A dialectical approach to the formation of mathematical abstractions (2007, background): “(p. 57) Piaget (2001) distinguishes three forms of abstraction: empirical abstraction that is concerned with the features of the objects available to the senses (e.g., the weight and colour of a pebble); pseudo-empirical abstraction concerned with the actions on the objects (e.g., counting the…”
Automated Planning and Acting (2016, background): “2 The sophisticated human deliberation faculties are the topic of numerous research, in particular regarding their development in infants and babies, starting from the work of Piaget (as in [478, 479]) to the recent diversity of more formal psychology models (e.”
Developing Middle School Students' AI Literacy (2021, background): “Countering his earlier work suggesting that children around the age twelve become capable of learning about abstraction, in his later work Piaget wrote that children as young as 18 months can utilize abstraction and that abstraction is used continually when learning [33].”
The shape of development (2005, methodology): “System (LAS), which primarily is based on Piaget’s conceptualization of reflective abstraction ( Piaget, 2000 ), the General Stage Model, also known as the Model of Hierarchical Complexity (Commons, Trudeau, Stein, Richards, & Krause, 1998) and Skill Theory (Fischer, 1980; Fischer & Bidell, 1998).”
Connections Between Generalizing and Justifying: Students' Reasoning with Linear Relationships (2007, background): “Generalization has also been viewed as the process of extending or expanding one’s range of reasoning beyond the case or cases considered (Dubinsky, 1991; Harel & Tall, 1991), which has been connected to the process of abstraction (Piaget, 2001).”